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Im Folgenden stelle ich Ihnen eine Methode zum Lesen und Lernen von Lehrbuchkapiteln vor (inhaltlich angepasst von Atkinson et al. 1987), die auf Erkenntnissen der kognitiven Psycho-logie basiert und aufgrund empirischer Forschungen zum Lernen und Erinnern entwickelt wurde. Sie führt nachgewiesenermaßen zu einer nachhaltigen Verbesserung beim Verstehen und Behalten der Kernaussagen von Texten (Thomas und Robinson 1982).

Die Methode ist im Englischen nach den Anfangsbuchstaben der fünf Phasen (vgl. . Abb. A1) benannt (»PQRST Method« für »Preview«, »Question«, »Read«, »Self-recitation« und »Test«), die beim Lesen eines Lehrbuchkapitels zu durchlaufen sind. Diese Phasen gehen aus dem folgenden Diagramm hervor. Die erste Phase (Überfliegen) und die letzte (Überprü-fen) beziehen sich jeweils auf das gesamte Kapitel, die mittleren drei Phasen (Fragen, Lesen und Festhalten) betreffen die einzelnen Hauptabschnitte eines Kapitels.

Phase 1 (Überfliegen) In der ersten Phase verschaffen Sie sich einen Gesamtüberblick über das Kapitel, indem Sie die Hauptthemen identifizieren. Dafür empfiehlt es sich, zunächst das In-haltsverzeichnis sehr genau durchzulesen. Anschließend blättern Sie das Kapitel durch, wobei Sie die Titel der verschiedenen Abschnitte und Unterabschnitte lesen sowie Bilder, Grafiken und Diagramme kurz anschauen. Der wichtigste Schritt in dieser ersten Phase ist das Lesen der Zusammenfassung, die sich in den meisten Lehrwerken am Kapitelende befindet. Nehmen Sie sich Zeit, um die in der Zusammenfassung angesprochenen Themen Punkt für Punkt zu durchdenken. Versuchen Sie zwei bis drei Dinge zu finden, die Sie besonders interessieren und über die Sie in diesem Kapitel mehr erfahren wollen.

. Abb. A1 Lesemethode für Lehrbücher

Über�iegen

Fragen

Lesen

Selbstgespräch

Überprüfen

für j

eden

Abs

chni

tt m

ache

n

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Phase 2 (Fragen) Wie schon erwähnt, durchlaufen Sie die Phasen 2, 3 und 4 für jeden größeren Abschnitt des Kapitels. Normalerweise besteht ein Lehrbuchkapitel aus fünf bis acht solcher Hauptabschnitte. Arbeiten Sie diese nacheinander durch. Erst wenn Sie bei einem Hauptab-schnitt die drei Phasen absolviert haben, dürfen Sie sich mit dem nächsten größeren Abschnitt beschäftigen. In Phase 2 haben Sie die Aufgabe, die Titel und Untertitel des Hauptabschnitts zu lesen und daraus eine oder mehrere Fragen abzuleiten, die der Text Ihnen beantworten soll. Nehmen Sie also eine fragende Haltung ein. Verhalten Sie sich so, als fände zwischen Ihnen und dem Buch tatsächlich ein Dialog statt. Sie stellen dem Buch Fragen und erwarten Antworten von ihm.

Phase 3 (Lesen) Versuchen Sie beim Lesen des Abschnitts, die in Phase 2 formulierten Fragen zu beantworten. Denken Sie über das, was Sie gerade lesen, nach und versuchen Sie Verbin-dungen zu dem herzustellen, was sie sonst noch über das Thema wissen. Nehmen Sie eine kri-tische Haltung ein, indem Sie die Argumente des Autors und die Gültigkeit der beschriebenen experimentellen Nachweise hinterfragen. Unterstreichen bzw. markieren Sie Schlüsselwörter und wichtige Sätze. Oder setzen Sie Ausrufe- und Fragezeichen an den Rand. Notizen sollten Sie jedoch erst nach dem Lesen des gesamten Abschnitts machen, wenn Sie sich mit allen Ideen vertraut gemacht und ihre relative Bedeutung erfasst haben.

Phase 4 (Selbstgespräch) Wenn Sie mit dem Lesen eines Hauptabschnitts fertig sind, versu-chen Sie, sich an die wichtigsten Aussagen zu erinnern und sich diese selbst vorzusprechen. Dieses Selbstgespräch ist äußerst wirksam, um den Stoff im Gedächtnis zu verankern. Fassen Sie die gelesenen Ideen in Worte und sprechen Sie diese bewusst aus (vorzugsweise mit lauter Stimme oder, wenn Sie nicht alleine sind, mit lautloser Lippenbewegung). Bei diesem Selbst-gespräch zeigen sich die noch vorhandenen Lücken und gleichzeitig hilft es, die Informationen im Geist zu strukturieren und in der Erinnerung zu bewahren. Sind Sie mit einem Hauptab-schnitt fertig, gehen Sie zum nächsten über und durchlaufen dort wieder die Phasen 2, 3 und 4.

Phase 5 (Überprüfen) Nach dem Lesen des Kapitels sollten Sie den gesamten Stoff testen und wiederholen. Sehen Sie sich Ihre Notizen, das Inhaltsverzeichnis oder die Zusammenfassung an und überprüfen Sie, ob Sie sich an die wichtigsten Punkte erinnern. Versuchen Sie zu ver-stehen, wie die verschiedenen Fakten miteinander verbunden sind und wie sie im Kapitel strukturiert wurden. In dieser Phase müssen Sie das Kapitel eventuell nochmals durchblättern, um sich einiger Fakten und Kernaussagen zu vergewissern. Jetzt ist auch der richtige Zeitpunkt, um erneut die Zusammenfassung des Kapitels zu lesen. Versuchen Sie dabei, jeden Satz der Zu-sammenfassung mit mehreren eigenen Sätzen um weitere Einzelheiten zu ergänzen.

Es wurde wissenschaftlich nachgewiesen, dass die Fünf-Schritte-Methode dem klassischen Lesen ganzer Kapitel von Anfang bis Ende in einem Zug überlegen ist (Thomas und Robinson 1982). Eine besonders wichtige Rolle kommt hier dem Selbstgespräch zu. Es ist besser, bis zu 80 % der aufgewendeten Zeit dem Selbstgespräch zu widmen, als ebenso viel Zeit dem Lesen und nochmaligen Lesen des Stoffs (Gates 1971). Anderen Untersuchungen zufolge ist es be-sonders produktiv, zunächst die Zusammenfassung sorgfältig zu lesen, bevor man das gesamte Kapitel in Angriff nimmt (Reder und Anderson 1980). Wenn Sie die Zusammenfassung vorweg lesen, verhilft Ihnen dies zu einem besseren Verständnis der Inhalte, die im Kapitel auf Sie zu-kommen, und es fällt Ihnen leichter, Bezüge zwischen den Unterthemen herzustellen. Sollten Sie sich entscheiden, nicht alle Phasen der Fünf-Schritte-Methode anzuwenden, dann denken

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Sie daran, dass das Selbstgespräch und die Vorablektüre der Zusammenfassung ein tieferes Textverständnis garantieren.

Die Wirksamkeit dieser Methode kann durch Gruppenarbeit intensiviert werden. Zum Lesen und Wiederholen von Kapiteln können Arbeitsgruppen gebildet werden. Als Minimal-option gibt es die Möglichkeit, sich mit anderen Studierenden zur Phase 5 (»Überprüfen«) zu treffen. Ein Gruppenmitglied stellt Fragen, die anderen versuchen sie zu beantworten. Dazu liest ein Teilnehmer einen Satz der Zusammenfassung vor, die anderen tragen mit zwei oder drei Sätzen zusätzliche Details bei. Die Effizienz dieser Gruppenarbeit ist nicht zu unterschät-zen. Nach Aussagen einiger Wissenschaftler ist ein gutes Textverständnis häufig auf die Erklä-rungen zurückzuführen, die man einem Gesprächspartner gegeben hat (Smith 2000).

Sie können in der Gruppe auch das ganze Kapitel nach der beschriebenen Methode lesen: Das Gruppentreffen beginnt mit dem Durchblättern des Kapitels. Dann stellt ein Teilnehmer die Hauptthemen des Kapitels vor, die anderen überprüfen und vervollständigen diesen Bei-trag bei Bedarf. Danach werden die Abschnitte einzeln durchgegangen und ein Gruppen-mitglied identifiziert die Fragen, die der Text beantworten soll. Wenn gewünscht, steuern die anderen weitere Fragen bei. Anschließend lesen alle Teilnehmer den Text in Stillarbeit. Wer zuerst mit Lesen fertig ist, beginnt mit einem stummen Selbstgespräch. Danach folgt die Wie-dergabe in der Gruppe: Ein Teilnehmer nennt eine Abschnittsüberschrift, die anderen müssen den Inhalt wiedergeben, ohne ins Buch zu schauen. Jetzt werden auch die Bezüge zwischen den wiedergegebenen Inhalten und den anderen Abschnitten oder Kapiteln genannt. Nach dem Durcharbeiten aller Abschnitte geht die Gruppe zur Überprüfungsphase über (siehe den vorangehenden Absatz).

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Stichwortverzeichnis

M. Brauer, An der Hochschule lehren, DOI 10.1007/978-3-642-42006-1, © Springer-Verlag Berlin Heidelberg 2014

174 Stichwortverzeichnis

AAbwesender 112aktives Lernen 8, 14, 60, 73Aktivitätswechsel 72Aufmerksamkeit 9, 52, 58, 71Ausreden 105

BBegeisterung 117Benotungssystem 33Berufsleben 15Beschwerden 105Bewertung 88Beziehung 104

– zu den Studierenden 36Bibliothek 149

CCholeriker 113Clicker 146

Ddidaktischer Service 151Dominanter 111

EEffizienz 6Eigenarbeit 12, 20, 151Eingangstest 2E-Mails 44Englisch 18Evaluation durch Studierende 122experimentelle Methode 6extrinsische Motivation 115

FFähigkeiten und Fertigkeiten 70falscher Ansatz 115Feedback 65, 84, 100Feedback Manager 148flipped classrooms 152Forschung 132

Fragen der Studierenden 77Fragen stellen 65Frei sprechen 55

GGedächtnis 63gegenseitige Abhängigkeit 80Gremiensitzung 137Gruppenarbeit 80, 158Gruppenprojekt 99

HHandschrift 91hierarchisieren 64hochschuldidaktische Forschung 5hohe Erwartungen 117

IIntelligenz, trainierbar 115Interesse an den Studierenden 36,

41Interessengruppe 152intrinsische Motivation 115

KKarriere 132Kategorisierung 74Klausur 90, 93Kollegen-Feedback 121kooperatives Verhalten 82korrelative Methode 6Kritikfähigkeit 78Kurswebseite 147

LLaptop-Computer 146Lehrassistent 150Lehrbuch 16, 34Leistungsnachweis 88Lernberater 12, 85Lerngemeinschaft 152Lernkontrolle 88Lernplattform 147

Lernpyramide 7Lernzentrum 151Lesemethode 156

MMassive Online Open Course 153mentale Assoziation 63Mikrofon 54Mini-Essay 79Mitarbeit 100Mobiltelefon 146moderne Technologie 146Motivation 114Multiple-Choice-Fragen 93

NNamen der Studierenden 37, 38, 42Naturwissenschaft 22Notengebung 45

Ooffene Fragen 90Online-Tutorial 129

PPause 53Perspektive 146Pflichtlektüre 14, 44, 73, 133Plenumsdiskussion 82Podcast 146Portfolio 99PowerPoint-Präsentation 61Primärliteratur 16, 76Problemstudenten 111Prüfung 44, 88Puffertermin 28

RReferat 96Reliabilität 88residential learning communi-

ties 152

175

rhetorische Regeln 57richtiger Ansatz 115Rollenwechsel 135

SSchreibkurse 149Schwätzen 109Sekundärliteratur 16Selbstevaluation 120Seminar 70Seminararbeit 98Seminarplan 8, 24, 43, 133Sprechstunde 24, 43, 45, 133Stichpunkte 55student-centered learning 150Syllabus 24systematische Fehler 88

Ttake-home message 67test-enhanced learning 148

UUrteilsfähigkeit 78

VVereinbarungen 47Verhältnis 7, 104Vertrag 8, 32, 36, 43Videoaufnahme 120visuelle Hilfsmittel 61Vorführung 62Vorlesung 52

WWeiterbildung 128Widersprecher 111Workshops 5

ZZeit 132Zeitbudget aufteilen 136Zeitmanagement 33, 132zufällige Fehler 88

StichwortverzeichnisA−Z